Dislexia: contribuições da teoria histórico-cultural no processo de escolarização

Abstract

The study titled Dyslexia: Contributions of the Historical-Cultural Theory in the Schooling Process aims to investigate how the Historical-Cultural Theory can be applied to improve the understanding and support of students with dyslexia in the schooling process. It identifies pedagogical practices and intervention strategies that promote an inclusive and effective approach to student development. This is a theoretical study that uses the theoreticalmethodological support of the Historical-Cultural Theory to understand the subject in question. Delving deeper into the topic allowed for a more nuanced view of the permitted mediations, as the Historical-Cultural Theory provides support to consider that appropriate and consistent pedagogical mediations can revolutionize the learning of students with dyslexia. For the subsequent development of the study, the following procedures were carried out: Review of Basic Concepts of the Historical-Cultural Theory: The theoretical review focused on the fundamental concepts proposed by Lev Vygotsky, the Zone of Proximal Development, and social interaction in the learning process (Vygotsky, 1984; 1998). Bibliographic Survey from BDTD on Dyslexia in the Field of Education, analyzing contemporary research and discussions on the challenges faced by dyslexic students and the pedagogical strategies used to support them (Souza, 2009; Santos, 2017). Notes on Pedagogical Interventions with a study ofspecific activities allowed for the effective support of dyslexic students in elementary education based on theoretical approaches and practices from the Historical-Cultural Theory (Campos, 2012; Ferreira, 2015; Prestes, 2020). The Historical-Cultural Theory revels a valuable tool for undersTanging and intervening in dyslexia in the school context. The principle of this theory and the consideration of the relevance of social and cultural interactions can transform educational practices and promote a more inclusive and effective learning environment for students with dyslexia. It is thus understood that the continuo us training of educators and the pedagogical practices based on the Historical-Cultural Theory make a relevant contribution to the pedagogical processes and consequently to the learning of the students